Reflection Assignment: First Day

Please share some details about your placement and your first day.

• School
• Courses you will be teaching
• General characteristics of your cooperating teacher (whatever you are willing to share)
• What stands out about your first day. If you started your placement early, share what stands out so far.
• What are the biggest challenges you anticipate? Explain.

GOOD LUCK!

Extemporaneous lesson on exponential growth

My sharpest student was badgering me about paying his $44 phone bill. I gave him a penny. "Wow" he said. I then gave him another; "Now I've doubled it. Come back later and I'll double it again." He said that it would take for ever that way. BAM! Teachable moment: below is what I wrote on the board to explain what would happen.

He was intrigued. :) (It also involved log, which was painful.)

Reflection for weekend of March 20: Classroom management part 2

In all the information presented to you regarding classroom management, identify one strategy, idea, or concept that you find problematic. Perhaps you don't think it would work or you disagree with it philosophically. Identify it and explain your objection.

Reflection for weekend of March 20: Classroom Management

In methods activities and discussion, in Johnson's Every Minute Counts, and in core sessions you were presented information on classroom management. Identify three strategies, concepts, or ideas that you believe would be most helpful and explain why you think this. Please use one paragraph for each and do not worry about a thesis statement or introduction.

Methods Reflections: Milner, Classroom Management, Urban Schools

Notice that where kids sit is much more complex that sitting kids alphabetically:

• strategic seating for ability levels and for behavior levels
• groups
• time out locations
• I didn't mention this, but you want to have easy access to the various locations in the room

Johneye made a great point about his life experiences informing his subjectiveness and perspective. We may not have the same experiences and perspectives as our students but we can offer ours to them. We may be the academic role model for them.

The observations made about any group are generalizations, which can be valid if we remember that individuals may be totally different. For example, Yankee fans in general are misguided but Paul appears to be reasonable.

America pointed out that punishments can actually be a reward for some kids (a reinforcer).

"Divide and conquer" is not inherently bad. It is a means to differentiate which can allow you to provide extra academic assistance or to help students grow as a person (e.g. discussing their future).

James-James pointed out that when he walked into methods, there was no instructor present but everyone was on task with the do now. That will happen in most of your classes if you institute the do now effectively!

Many students many not know how to act. We may have to train them on how to do so.

Joe made an insightful observation that at Milner, getting some kids to simply show up for school is a big deal. Think about this, just getting the kid to show up to take and fail the CMT may be a very positive first step (yet the school will look worse based on the metrics).

In education, including classroom management, what doesn't work is valuable and important information. As Polya mentioned in the Guessing video, math as we know it is the result of many guesses and mistakes.

When kids return to the classroom, YOU set the tone for the relationship. YOU can make changes. For example, when I have trouble with a student and he received a punishment, I welcome him back to class and tell him that I hope we can focus on him being successful.

Saras made a great point, many students need us. School may be a sanctuary for kids with difficult family lives.

Core Reflection on Thinking Skills

Linda made a great point about memorizing less and learning to use resources to find answers (a skill in of itself).

Laura addressed the big picture. Prime time I is when I attempt to establish the big picture for the kids - how does the new lesson connect to what we've done, why is it important, and a holistic idea of the new concept. This addresses storage and therefore retrieval. The specific skills for the new topic follow and will likely be stored more effectively.

Learning

• The presented talked about PRIOR KNOWLEDGE - a major buzz word in methods.
• The presenter addressed Information Processing Theory which we covered in one of the first methods sessions.
• A person has effectively learned information when it can be retrieved. Information does not stay in short term memory for more than a few minutes. When information is forgotten, it is either lost permanently or cannot be retrieved. Connecting to prior knowledge allows for effective storage and therefore retrieval. I used the file folder analogy in which I stored a piece of paper in its proper file and can easily find it later (analygous to connecting to prior knowledge).

Teen brains are physiologically geared more towards emotion so behavior and learning are connected to emotion. This is part of the reaon we highlight the need for a positive learning environment.

Someone asked what to do if a student doesn't get the info. This is the purpose of Tiered intervention. You can pull aside the kids who don't get it and give them a group tutor session while other kids are on task. We'll cover the tiered intervention in April.

CLOSURE

• It is meant to extend learning, not merely summarize. The initiation connects the objective to prior knowledge. The closure can connect to the objective to future knowledge. For example, if the objective is to solve 3x+5=12 the closure can be used to preview 3x+5=12 +8x.
• I know summaries and KLW and exit tickets are used for closure but these only summarize. I avoid using the latter two as a closure becuase what if the student doesn't remember or remembers incorrectly what they are trying to summarize?

Several of you cited the need for self-help skills and critical thinking in your respective professions. This helps justify the use of higher Bloom's levels in our lessons! Greg called this "frontal lobes in training."

Remember, a quiet classroom doesn't mean kids are learning.

Methods Reflections on Thinking Skills, Stations, and Charlene

High level questions can be used in lower level classes. For example, in 7th grade math the following can be used. How are 3x+5 and 3x+5=11 different? (compare)

Charlene's information was overwhelming because she had a lot of information that was not immediately relevant for you. (This is an example of why we activate prior knowledge!) Her goal was simply to introduce you to these topics. We followed up with algebra tiles and will go back to tier I, II, III intervention.

Stations

• They take time so I wouldn't attempt these unless you have the time you need. They can be completed in 45 minute classes. Preview the stations the day before, write out all the directions and locations on a handout, and give them 10 minutes per station for 4 stations.
• Many of you made the connection between stations and brain based learning that involves moving around.
• I recommend that you start with simple versions of stations so they (and  you) learn the routine.

Only one person cited my American Gothic tie demonstration. In it, I pointed out how much information is relatively superficial and may be forgotten while the key points may be retained. Remember this when you decide to bombard your students with vast amounts of details.

All or even most learning does not need to be high Bloom's levels. Kids don't need to be constantly evaluating. In fact, most of the objectives are relatively low BUT you can challenge them to think critically at least a little each day (see compare question above as an easy example).

Many of you shared how you are learning and growing. Teachers, of all people, should be life long learners.

Classroom Management Intervention and Remediation

Here is the power point and handout for this session.